Impact Assessment     Report              onImplementation of Life Style       Education              in       West Bengal...
TABLE OF CONTENTS                                                  Page NoAcknowledgementsPrefaceBackground and rationale ...
LIST OF CHARTS AND TABLES                    Charts:                                       Page No 1.   Chart 1……………………………...
ACKOWLEDGEMENTSWe sincerely thank the Ministry of School Education Department, West Bengal andHonorable MIC Sri Partha Dey...
PREFACEWith the ushering of the nuclear family system, massive explosion in the fieldof electronic communication coupled w...
BACKGROUND AND RATIONALE OF THE STUDY                                             .West Bengal School Education Department...
OBJECTIVE    The objective of the study, as referred in the rationale, is to help in knowing the impact    Life Style Educ...
Page 8
METHODOLOGYThe methodology of the work has based on the following phases.   1.   Project Staff Selection & Recruitment   2...
Doli Paul (District Supervisor)Mahadeb Mondol (District Supervisor)Amalesh Saha (District Supervisor)Subrata Saha (Distric...
Zone 3 – Mursidabad, Nadia, Birbhum (training point Behrampur)        Zone 4 – S. Dinajpur, N. Dinajpur, Malda (training p...
•   Darikanath High school•   Sundarban Adarsha Sikha Niketan•   Baruipur Rashmani Balika Vidyalaya•   Thakurpukur Bratach...
•   Govt Girls High School•   Pukurgaria Bibhutinath Vidyapith•   Jujur High School•   Raghunathpur Girls High School•   G...
•   Rangalibajna MS High School•   Nagrahata Uccha Vidyalaya•   Vatibari High School•   Kadamtala High School•   Jalpaigur...
As mentioned, schools have been selected for the survey, comprising of 6,000 plusrespondents providing 90,000 plus opinion...
RESULTSAs explained in the “Survey Completion Report”, the survey has been carried out among    different schools across t...
12 has been classified as “Bad” : meaning nearly 0.2% of the total population questioned    has given 30% or less correct ...
MAJOR FINDINGSIssue 1:Importance of Life style Education in students’ lives:Nearly 86% of the students know that Lifestyle...
In JalpaiguriNearly 17% of the sample size thinks LSE only helps in keeping them away from diseases.Where, more than 4% be...
Gaps identifiedIn BurdwanMore than 12% of the entire sample size believes that, it is unnatural and just happeningto them ...
Issue 4:On gender perception:Nearly 82% of the students think that boys and girls are equally strong in their respectivesp...
Where nearly 9% of the entire sample size believes that, in intelligence and decisionmaking girls are superior to boys.In ...
Issue 5:Perception on exercise and meditation to get rid of mental pressureanxiety:Nearly 50% of the students think that e...
Issue 6:Prime influencer in choice of carrier:Nearly 54% of the students think that, the decision of their parents and eld...
More than 64% of the students think that, the decision of their parents and elder once ismost important for selecting care...
Gaps identifiedIn HowrahNearly 51% of the students think, it helps increasing the efficiency of catching the ball andmanif...
Nearly 35% of the students think that, it is to remove all false beliefs about sex and sexualconsciousnessNearly 65% of th...
Nearly 72% of the students think that, it helps in collective decision making and forbuilding friendships.Issue 9:Percepti...
And nearly 12% of the students think that, attraction between boys and girls inadolescence is unnatural and risky.In Purul...
Gaps identifiedIn North 24 PgsNearly 31% of the students do not know the meaning of HIV.In BurdwanNearly 29% of the studen...
TABLES USED FOR TABULATING THE DATAS                                              Table 1        District   Schools    No ...
Total %            …Total %            …Total %        SW% - School wise %                                         Table 2...
Tot al%      S 24 PgsTot al%             SW% - School wise %                                                     Table 3  ...
Tot al%      S 24 PgsTot al%             SW% - School wise %                                                    Table 4   ...
Tot  al %       S 24 Pgs Tot  al %SW% - School wise %             ANALYSIS OF DATA                      Page              ...
REPORT BY THE SURVEYORSMore the sample space, more valid the results are. This is the simple law in statistics. Thebottom ...
THE NEEDS AND GAPS            ASIDENTIFIED BY THE SCHOOLS          Page          37
CONCLUSION AND RECOMENDATIONS             Page             38
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Failed adoloscent education programme in West Bengal a study by prantakatha

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Failed adoloscent education programme in West Bengal a study by prantakatha

  1. 1. Impact Assessment Report onImplementation of Life Style Education in West Bengal Prepared by Page 1
  2. 2. TABLE OF CONTENTS Page NoAcknowledgementsPrefaceBackground and rationale of the studyObjectiveMethodologyResultsMajor findingsAnalysis of DataTables Used for Tabulating the DataReport by the surveyorsThe needs and gaps as identified by the schoolsConclusion and RecommendationsAppendixes Page 2
  3. 3. LIST OF CHARTS AND TABLES Charts: Page No 1. Chart 1………………………………………………………… 2. Chart 2………………………………………………………… 3. Chart 3………………………………………………………… 4. Chart 4………………………………………………………… 5. Chart 5………………………………………………………… 6. Chart 6………………………………………………………… 7. Chart 7………………………………………………………… 8. Chart 8………………………………………………………… 9. Chart 9…………………………………………………………10. Chart 10………………………………………………………. Tables: 1. Table 1………………………………………………………… 2. Table 2………………………………………………………… 3. Table 3………………………………………………………… 4. Table 4………………………………………………………… Page 3
  4. 4. ACKOWLEDGEMENTSWe sincerely thank the Ministry of School Education Department, West Bengal andHonorable MIC Sri Partha Dey.This work could not have been completed without the cooperation of Prof Ujjwal Basu (ExPresident, West Bengal Board of Secondary Education), Smt Mamata Roy (President, WestBengal Board of Secondary Education), Sri Swapan Sarkar (Secretary, West Bengal Boardof Secondary Education), Sarba Siksha Abhjan (SSA) Cell of West Bengal, and all theBoard Members of West Bengal Board of secondary Education.A very heartfelt “thank you” is extended to all the school students who responded fully andcheerfully to the questionnaires and the respective authorities who sincerely participatedand cooperated to organize the study. Page 4
  5. 5. PREFACEWith the ushering of the nuclear family system, massive explosion in the fieldof electronic communication coupled with globalised environment has notonly created opportunities but also developed some flipsides. One of which isthe increasing vulnerability of the adolescence. Changing psychosomatic need,career pressure flow of the myths and fantasies regarding sex and sexualitymixed with absence of friendly support system at family is creating havoc inthis age bracket. The result is getting manifested in terms of adolescentcasualty in HIV, Drug abuse and so on. Rescuing and protecting the futuregeneration is the call of the day, Adolescence Education Programme (AEP)nationally hence the Life Style Education (LSE) Programme in the state hasbeen developed as a friend in need to the adolescence. In West Bengal sincelast couple of years Government has tried all effort to imbibe the same amongthe school students. Resources both financial and Human has been spent.The process of rolling over, implementation of the same has drawnacclamation from other states of India. Now the time is to flesh out thesuccess and failure of the process of implementation.We are thankful to the School Education Department, Govt. of WB forallowing us to run the impact assessment survey on Life Style Educationthroughout the schools of West Bengal. We are happy to inform that thework has come to an end and the following pages will take you through theassessment done. Bappaditya Mukherjee Founder and Director, Prantakatha Page 5
  6. 6. BACKGROUND AND RATIONALE OF THE STUDY .West Bengal School Education Department, has started working on Life Style Educationin the state since 2005, thus in 2007 it is completing its three years of the Life StyleEducation roll over plan. The main emphasis of the programme remained on empoweringstudents with a wholistic & out of the book value intensive education programme.Objective was to equip them in a way that they can face the problem posed by the modernday society. With nearly withering way of joint family system, emergence of nucleasefamilies, threats posed by HIV epidemic, drug abuse, educational and careerist rat race therange of challenges in front of today’s adolescents are enormous. But, as a part of theresponsible welfare state, we cannot sit idle and cannot wait to observe our future beingdefeated at the hands of these modern day sicknesses. Thus the need was to impart aneducation, which along with the curricular activities will help students like a friend inneed. This worked as the background of the Life style education roll over plan. Thoughdifferent states across the country started off with the programme, but due to differentsocio-political & cultural reasons failed to keep up the pace, unlike West Bengal wherepolitical will worked hand in hand with the administrative intellect and made an examplein terms of the roll over plan. The main reason for the success of West Bengal lies insuccessful structuring of the AEP (Adolescence Education Programme, AEP) in to LifeStyle Education under the suggestion of Ranjugopal Mukhopaddhay Committeerecommendation. Which was earlier only a sex education programme, got shaped into avalue based wholistic education full of life skills. Skills important to lead a healthy andgainful life, skills important to understand vivacity, skills important to built up a bettertomorrow.Having said this, it is also pertinent to point out that till now, only the success has beenseen in case of the roll over plan of Life Style Education. But whether it has been able tocreate any sustained impact in the lives of its target, i.e. among the students, awaitsexamination. From that angle, the need of the hour was to conduct a Feedback Study onthe Impact of The Life Style Education on the lives of students throughout the state ofWest Bengal. The study needed to be conducted in a way, so that it succeeds to providewith a representative sample size, giving a proper approximation of the reality, hence helppolicy makers understanding the impact in the lives of thousands of students. Page 6
  7. 7. OBJECTIVE The objective of the study, as referred in the rationale, is to help in knowing the impact Life Style Education has been able to make in the lives of the students through West Bengal. The study hopes to identify the success/failure/pitfalls/ flip sides of the programme. It needs to be worked out as a close approximation of the reality and needs to provide with facts and figure, which will help the programme to get sharpened in the days to come. For that matter, the choice of respondent needed to be made with caution so that no statistical bias gets the chance to blur the reality. With this mind, we at Kolkata Socio Cultural Research Institute, proposed to conduct a survey across all the districts of West Bengal over a period of time having the following demographic & cultural breakups spread over schools. SchoolsGovernment Slum Area Minority Area Backward Class Tribal Areas N.B : Each of these types also includes Boys, Girls and Co-Ed Schools. Page 7
  8. 8. Page 8
  9. 9. METHODOLOGYThe methodology of the work has based on the following phases. 1. Project Staff Selection & Recruitment 2. Field testing 3. Staff Training 4. Questioner modification (as suggested by MIC) 5. School Selection 6. Centralized activity roaster development 7. Survey 8. Documentation of survey & trainingPhase 1: Project Staff Selection & RecruitmentSegment Overview:To carry out the project within the given timeframe, organization required a set of seriousand efficient people. We advertised through local networks for selection. Interview hasbeen organized for 65 numbers of people, who wanted to join the work as project staff.The number of people the project work required was 26 people. Interview went throughthree stages and at the end the final set of people got selected. Names of the selected staffare as given belowBappaditya Mukherjee (State Nodal Person)Satabarta Roy (Accountant)Shyam Kr Mondol (District Supervisor)Kartick Chandra Bodhak (District Supervisor)Koushik Kansa Banik (District Supervisor)Madhai Basu (District Supervisor)Moloy Banerjee (District Supervisor)Uttam Kr Dey (District Supervisor)Uttam Kr Biswas (District Supervisor)Sadhan Chandra Dana (District Supervisor)Ganesh Chandra karmakar (District Supervisor)Pijush Kanti Dey (District Supervisor)Dibakar Paul (District Supervisor)Anjali Kundu (District Supervisor)Radha Chetri (District Supervisor) Page 9
  10. 10. Doli Paul (District Supervisor)Mahadeb Mondol (District Supervisor)Amalesh Saha (District Supervisor)Subrata Saha (District Supervisor)Jayanta Mukherjee (District Supervisor)Soma Bagchi (District Supervisor)Anup Saha (District Supervisor)Subhasree Rana (Analyst and Compilation Officer)Debduti Basu (Analyst and Compilation Officer)Sneha Lamba (Analyst and Compilation Officer)Nandini Mukherjee (Analyst and Compilation Officer)After this selection process, each staff was assigned their respective work responsibilities. Asthe work had different segments like training, survey, documentation, tabulation etc,depending on the starting times, staffs were assigned time bound work lines.Phase 2 Field testingSegment overview:The objective of the survey, as referred in the rationale, was to determine the impact LifeStyle Education has on the lives of the students, all over the West Bengal. The scale ofoperation was quite large and the work was quite delicate. Hence before going into thedetail project work, it has been decided to have a field tasting in terms of doing a samplesurvey at two schools at two different districts to have a sense of the work and to count onto the flip sides, if any is present in the way the project execution has been thought of.After the activity specific suggestions emerged, including that of developing a modifiedquestioner based on the basic questioner developed.Phase 3: Staff training:Segment overview: We divided the state into 5 zones for methodical intervention. Each zones had 3 ormore districts. Zone 1 – Kolkata, Howrah, Hoogly, S 24 Pgs, N 24 Pgs, E. Midnapore (training point Kolkata) Zone 2 – W. Midnapore, Burdwan, Bankura, Purulia (training point Bankura) Page 10
  11. 11. Zone 3 – Mursidabad, Nadia, Birbhum (training point Behrampur) Zone 4 – S. Dinajpur, N. Dinajpur, Malda (training point Buniadpur) Zone 5 – Jalpaiguri, Coachbehar, Siliguri and Darjeeling Hill Council (training Siliguri) The surveyors were also provided with composite training materials for betterunderstanding of the entire project. Copy of the training materials are given in annexure 1Phase 4: Questioner modificationSegment overview:The result of the field testing was quite impressive in the sense that it provided us with newinsights into the entire work including that of the framing of survey questions for thestudents. The earlier questionnaire was quite subjective hence creating bit difficulty inobjectifying hence quantifying the results. . Hence, basing on the primary questioner, themodified version developed and has been approved by Hon’ble MIC & President. Theinitial question and the modified question (approved by MIC School Education and ExPresident, Mr Ujjwal Kumar Basu) are given in annexure 2Phase 5: School SelectionSegment overview:As per MOU we selected schools across the districts of west Bengal. In selecting the schoolsdemographic and cultural specifications as provided in MOU has been followed. Also,with reference to the request by the Secretary, all the elected board members from all thedistricts has been contacted and asked for their suggestions regarding the selection ofschools. The following members on behalf of others directly provided us with thesuggestions on the school names. Selected school names are given below:• Mujibar Rahman High School• Telinipara Bhadreswar Girls High School• Krisnabhabani Nari Sikha Mandir• Saradasadhan Balika Vidyalaya• Dighara Mallyhati Deshbandhu Vidyapith• Deshbandhu Memorial Boys High School• Nayabadh High School• Mograhat Anglo Oriental High School Page 11
  12. 12. • Darikanath High school• Sundarban Adarsha Sikha Niketan• Baruipur Rashmani Balika Vidyalaya• Thakurpukur Bratacharini Vidyalaya• Jaipur Fakirdas Institution• Tarasundari Balika Vidya Bhawan• Salkia KBR Girls High School• Boluhati High School• Bally Banga Sishu Balika Vidyalaya• Howrah Zilla School• Salkia Bikram Vidyalaya School• Sibpur Bhabani Girls High School• Bankura Zilla School• Jhatipahari Pritikalyan Girls High School• Taldangra Phulmati High School• Chingani High School• Khatra Boys High School• Indus Girls High School• Krisnanagar Girls High School• Nandanpur Adarsha Vidyapith• Karimpur Girls High School• Palasipara MGS Balika Vidyalaya• Nagadi High School• Bangaljhi Swami Vivekananda Vidyapith• Bhagabangola High School• Domkal Balika Vidyalaya• Soluadanga High School• Sahapur Saintal High School• Nawabbahadur Institution• Jemo NN High School• Rajkumari Santanamoyee Balika Vidyalaya• Chansarpur Uccha Madhyamik Vidyalaya• Haldia High School• Borgodagada Krisna Smriti Vidya Niketan• Kamarda Bhagabati Balika Vidyalaya• Babostharhat Adarsa High School• Naikuri Thakurdas Institution• Birbhum Zilla School• Mitrabhum High School• Gurijori Santal High School• Bandhgora High School• Gara Paduma High School• Jadavpur Bandhab High School Page 12
  13. 13. • Govt Girls High School• Pukurgaria Bibhutinath Vidyapith• Jujur High School• Raghunathpur Girls High School• GSD High School• Belguma G N Vidyapith• Jenkins’ High School• Natabari High School• Suniti Academy• Mathabhanga High School• Dinhata Girls high school• Balurghat Girls High School• Balupara High school• Bishrail High School• Dangarhat High School• Bangsihari Girls High School• Kusmandi High School• Lodhan High School• Sonapurhat M G High School• Islampur Girls High School• Kaliagunge Laxmipur MC High School• Itahar Girls’High School• Raigunge Girls High School• Ratua High School• Araidanga RNG Girls High School• Sripur Aanchal High School• St Thomas Rahutara High School• Malda Zilla School• Malda Town School• Barasat Paricharan Sarkar Uccha Vidyalaya• Kachrapara RP High School• Gopalpur Popular Academy• Kali Krishna girls high school• Birati Vidyalaya for Girls• Nahata Sarada Sundari Vidyalaya for Girls• Rautara Mahendranath Memorial Vidyalaya• Hindu School• Belgachia Urdu High School• Dakhin Kolkata Arya Vidyalaya• Behala Sarda Vidyalaya• Sinthi Ramkrishna Sangha Balika Vidyalaya• Jodhpur Park Boys School• Jalpaiguri Rastrio Balika Vidyalaya Page 13
  14. 14. • Rangalibajna MS High School• Nagrahata Uccha Vidyalaya• Vatibari High School• Kadamtala High School• Jalpaiguri Govt Zilla School• Narasingha Vidyapith• Ila Pal Choudhury Memorial Tribal High School• Dr I.B.Thapa Nepali High School• Bagdogra Balika Vidyamandir• Sriguru Vidyamandir• Torai Tarapada Adarsha School• Kulut Niharuddin High School• Burdwan Town School• Ausgram High School• Sagarbhanga Govt Spons High School• Nabagram MPB High School• Katya Balika Vidyalaya• Rani Binodmanjari Govt Girls High School• Manglapota High School• Khajra SC High School• Ballygeria HC School• Moupal Desapran High School• Atulmani Polytechnic High School• Silda Saradamoni High SchoolPhase 6: Centralized activity roaster developmentSegment overview:Managing the activity spread over all the districts in an efficient manner requiredcentralized scheduling. Supervision of the survey, documentation of the works, all thesecalled for a well-coordinated approach. Hence the need was to develop one coordinatedactivity roaster giving a bird’s eye view of the entire work.Phase 7: SurveySegment overview: Page 14
  15. 15. As mentioned, schools have been selected for the survey, comprising of 6,000 plusrespondents providing 90,000 plus opinion. The complexity of the operation can well beunderstood from the volume of work. Given the work volume placed against the timeframe, gave a quite challenging time. At the same time managing permissions from theschools regarding the survey date was another tough job given the busy academic schedulethe schools have. Yet despite of winter vacation and Madhyamik Exam help fromrespective board members along with the support from the board, helped to have thesurvey conducted in the required way. As of now, survey has been successfully completed inschools producing expected 90,000 plus opinion. The completion of this phase isencouraging given the nature, complexity & the volume of work.Photocopy of some of the administrative questions filled up by the schools of variousdistricts are given in annexure 3Phase 8: Documentation of survey & training:As previously mentioned in the project, this survey carries huge importance in terms of uniqueness of the work as well as from the importance of the results achieved by the School Education Department, West Bengal in comparison to the other state governments. Hence, proper documentation of the work carried holds utter importance as “action speaks louder than words”. Hence, from the very beginning, all the steps were properly documented. Both on camera and paper documentation has been done. Page 15
  16. 16. RESULTSAs explained in the “Survey Completion Report”, the survey has been carried out among different schools across the districts of West Bengal, having specified the demographic and cultural breakup. A total of 6000 respondents have been interviewed based on the questionnaire developed, which has 15 questions. Three standards were interviewed, Standard VIII, IX & X/XII (depending on the academic schedule of the schools). The selection of schools was mutually decided between Kolkata Socio Cultural Research Institute and Board of Secondary Education. Active cooperation of elected district Board Members helped making the inroads to the schools in every case. The selection of sample space was completely unbiased, not based on parameters, which might influence the result. Each respondent has given his/her opinion for all the questions in the questionnaire. Each question had three options, one correct, the second was partially correct and the third wrong. On the basis of answers given, students are distributed in five * Slabs/Categories.Students selecting nearly 80% (11 or more) or more right choices have been classified as “Good”Students selecting nearly 60% (9 or more) or more right choices have been classified as “Average”Students selecting nearly 50% (7 or more) or more right choices have been classified as “Below Average”Students selecting nearly 40% (5 or more) or more right choices have been classified as “Poor”Students selecting nearly 30% (less than 4) or less right choices have been classified as “Bad”On the basis of the method explained, total 6,000 responses have been divided into the above mentioned five * slabs. On the basis of the calculation done, the following number came out2795 respondents has been classified as “Good” : meaning 47% of the total population questioned has given nearly 80% or more correct choices in the questionnaire given2440 respondents has been classified as “Average” : meaning 40.6% of the total population questioned has given nearly 60% or more correct choices in the questionnaire given666 respondents has been classified as “Below Average” : meaning 11.1% of the total population questioned has given nearly 50% or more correct choices in the questionnaire given122 has been classified as “Poor” : nearly meaning 2% of the total population questioned has given 40% or more correct choices in the questionnaire given Page 16
  17. 17. 12 has been classified as “Bad” : meaning nearly 0.2% of the total population questioned has given 30% or less correct choices in the questionnaire given Chart 1 Page 17
  18. 18. MAJOR FINDINGSIssue 1:Importance of Life style Education in students’ lives:Nearly 86% of the students know that Lifestyle helps in solving adolescence problem. Yetquite a large size (14%) still believe Life Style Education helps scoring good marks in exam(11%) or protects against diseases(3%). Chart 2Gaps identifiedIn MaldaMore than 18% of the sample size thinks LSE only helps in keeping them away fromdiseases.Where, more than 14% believes it is only to secure high marks in Examination.In BurdwanNearly 20% of the sample size thinks LSE only helps in keeping them away from diseases.In BankuraMore than 20% of the sample size thinks LSE only helps in keeping them away fromdiseases. Page 18
  19. 19. In JalpaiguriNearly 17% of the sample size thinks LSE only helps in keeping them away from diseases.Where, more than 4% believes it is only to secure high marks in Examination.In North and South DinajpurMore than 15% and 16% respectively of the sample size thinks LSE only helps in keepingthem away from diseases.Where, more than 12% and 2% believes respectively of the sample size thinks it is only tosecure high marks in Examination.In HooglyMore than 10% of the sample size thinks LSE only helps in keeping them away fromdiseases.Issue 2:Perception about the physical and mental changes along with growingup:Nearly 93% of the students know that the physical and mental changes along with growingup normal and happening in every bodies life.Where nearly 7% of the students believes that, it is unnatural and just happening to themonly. Chart 3 Page 19
  20. 20. Gaps identifiedIn BurdwanMore than 12% of the entire sample size believes that, it is unnatural and just happeningto them only.In BankuraNearly 12% of the entire sample size believes that, it is unnatural and just happening tothem only.In North DinajpurNearly 8% of the entire sample size believes that, it is unnatural and just happening tothem only.In North 24 PgsNearly 8% of the entire sample size believes that, it is unnatural and just happening tothem only.In South 24 PgsNearly 10% of the entire sample size believes that, it is unnatural and just happening tothem only.Issue 3:On relationship with teachers:Nearly 97% of the students told that their relationship with teachers is friendly and ofphilosophical.Though large number (nearly 3%) of the school students of North Dinajpur, Howrah,Purulia, Birbhum, Malda think their relationship with teachers of distant andpreaching. Page 20
  21. 21. Issue 4:On gender perception:Nearly 82% of the students think that boys and girls are equally strong in their respectivespheres.More than 9% of the entire sample size believes that, in all spheres, boys are physicallystronger than girls.Where nearly 9% of the entire sample size believes that, in intelligence and decisionmaking girls are superior to boys. Chart 4Gaps identifiedIn KolkataNearly 29% of the entire sample size believes that, in intelligence and decision making girlsare superior to boys.In Burdwan18% of the entire sample size believes that, in all spheres, boys are physically stronger thangirls Page 21
  22. 22. Where nearly 9% of the entire sample size believes that, in intelligence and decisionmaking girls are superior to boys.In HowrahNearly 16% of the entire sample size believes that, in all spheres, boys are physicallystronger than girlsWhere nearly 18% of the entire sample size believes that, in intelligence and decisionmaking girls are superior to boys.In East MidnapurNearly 15% of the entire sample size believes that, in all spheres, boys are physicallystronger than girlsWhere nearly 13% of the entire sample size believes that, in intelligence and decisionmaking girls are superior to boys.In North DinajpurNearly 11% of the entire sample size believes that, in all spheres, boys are physicallystronger than girlsWhere nearly 13% of the entire sample size believes that, in intelligence and decisionmaking girls are superior to boys.In North PgsMore than 10% of the entire sample size believes that, in all spheres, boys are physicallystronger than girlsMore than 12% of the entire sample size believes that, in intelligence and decision makinggirls are superior to boys. Page 22
  23. 23. Issue 5:Perception on exercise and meditation to get rid of mental pressureanxiety:Nearly 50% of the students think that exercise and meditation helps completely to get ridof pressure and anxiety.More than 46% of the students think that exercise and meditation helps partly to get rid ofpressure and anxiety.Where only 4% of the students think that, exercise and meditation did not help at all toget rid of pressure and anxiety. Chart 5 Page 23
  24. 24. Issue 6:Prime influencer in choice of carrier:Nearly 54% of the students think that, the decision of their parents and elder once is mostimportant for selecting careers.More than 39% of the students think that, their own decision is most important forselecting careers.Where only 7% of the students think that, the surrounding pressures are most importantfor selecting careers. Chart 6Gaps identifiedIn BankuraNearly 71% of the students think that, the decision of their parents and elder once is mostimportant for selecting careers.In Mursidabad Page 24
  25. 25. More than 64% of the students think that, the decision of their parents and elder once ismost important for selecting careers.In North DinajpurNearly 71% of the students think that, the decision of their parents and elder once is mostimportant for selecting careers.In SiliguriNearly 71% of the students think that, the decision of their parents and elder once is mostimportant for selecting careers.In BurdwanNearly 73% of the students think that, the decision of their parents and elder once is mostimportant for selecting careers.In East MidnapurNearly 61% of the students think that, the decision of their parents and elder once is mostimportant for selecting careers.Issue 7:‘Throwing ball’ activity in Lifestyle Education helps in:Nearly 55% of the students think, it helps in understanding the physical, mental and socio– emotional changes of adolescence.Nearly 45% of the students think, it helps increasing the efficiency of catching the ball andmanifestation of self respect. Chart 7 Page 25
  26. 26. Gaps identifiedIn HowrahNearly 51% of the students think, it helps increasing the efficiency of catching the ball andmanifestation of self respect.In MursidabadNearly 45% of the students think, it helps increasing the efficiency of catching the ball andmanifestation of self respect.In North 24 PgsNearly 51% of the students think, it helps increasing the efficiency of catching the ball andmanifestation of self respect.In PuruliaNearly 54% of the students think, it helps increasing the efficiency of catching the ball andmanifestation of self respect.In BurdwanNearly 52% of the students think, it helps increasing the efficiency of catching the ball andmanifestation of self respect.Issue 8:‘Whispering game’ activity in Lifestyle Education helps in: Page 26
  27. 27. Nearly 35% of the students think that, it is to remove all false beliefs about sex and sexualconsciousnessNearly 65% of the students think that, it helps in collective decision making and forbuilding friendships. Chart 8Gaps IdentifiedIn North 24 PgsNearly 83% of the students think that, it helps in collective decision making and forbuilding friendships.In East MidnapurNearly 75% of the students think that, it helps in collective decision making and forbuilding friendships.In West MidnapurNearly 73% of the students think that, it helps in collective decision making and forbuilding friendships.In PuruliaNearly 73% of the students think that, it helps in collective decision making and forbuilding friendships.In BurdwanNearly 72% of the students think that, it helps in collective decision making and forbuilding friendships.In Coachbehar Page 27
  28. 28. Nearly 72% of the students think that, it helps in collective decision making and forbuilding friendships.Issue 9:Perception regarding attraction between boys and girls in adolescence:Nearly 70% of the students think that, attraction between boys and girls in adolescence isnatural and can be controlled.Where nearly 23% of the students think that, attraction between boys and girls inadolescence is natural but risky.And nearly 7% of the students think that, attraction between boys and girls in adolescenceis unnatural and risky. Chart 9Gaps identifiedIn MursidabadNearly 34% of the students think that, attraction between boys and girls in adolescence isnatural but risky. Page 28
  29. 29. And nearly 12% of the students think that, attraction between boys and girls inadolescence is unnatural and risky.In PuruliaNearly 26% of the students think that, attraction between boys and girls in adolescence isnatural but risky.And nearly 10% of the students think that, attraction between boys and girls inadolescence is unnatural and risky.In North DinajpurNearly 32% of the students think that, attraction between boys and girls in adolescence isnatural but risky.And nearly 11% of the students think that, attraction between boys and girls inadolescence is unnatural and risky.In MaldaNearly 35% of the students think that, attraction between boys and girls in adolescence isnatural but risky.And nearly 7% of the students think that, attraction between boys and girls in adolescenceis unnatural and risky.In JalpaiguriNearly 27% of the students think that, attraction between boys and girls in adolescence isnatural but risky.And nearly17% of the students thinks that, attraction between boys and girls inadolescence is unnatural and risky.In BurdwanNearly 32% of the students think that, attraction between boys and girls in adolescence isnatural but risky.And nearly 11% of the students think that, attraction between boys and girls inadolescence is unnatural and risky.Issue 10:On basic knowledge of HIV:Nearly 89% of the students know what HIV means.Where nearly 11% of the students do not know the meaning of HIV. Chart 10 Page 29
  30. 30. Gaps identifiedIn North 24 PgsNearly 31% of the students do not know the meaning of HIV.In BurdwanNearly 29% of the students do not know the meaning of HIV.In SiliguriNearly 29% of the students do not know the meaning of HIV.In North DinajpurNearly 24% of the students do not know the meaning of HIV.In BankuraNearly 15% of the students do not know the meaning of HIV.In South 24 PgsNearly 13% of the students do not know the meaning of HIV. Page 30
  31. 31. TABLES USED FOR TABULATING THE DATAS Table 1 District Schools No of No of No of No of No of No of Bad Students Good Avg Below Poor Avg No. SW No. SW No. S W No. S W No. SW % % % % % HooglyTotal % S 24 Pgs Page 31
  32. 32. Total % …Total % …Total % SW% - School wise % Table 2 District Schools No VIII & VIII & VIII & VIII & VIII & VIII & VIII & of Stu IX IX IX IX IX IX IX den Qus-1A Qus-1B Qus-1C Qus-2B Qus-5A Qus-9A Qus-9B ts No S W No S W No S W No S W No S W No S No S . % . % . % . % . % . W . W % % Hoogly Page 32
  33. 33. Tot al% S 24 PgsTot al% SW% - School wise % Table 3 District Schools No VIII & VIII & VIII & VIII & VIII & VIII & VIII & of Stu IX IX IX IX IX IX IX den Qus-10B Qus-11A Qus-11C Qus-12C Qus- Qus-13A Qus-14C ts 14A No S W No S W No S W No S W No S W No S No S . % . % . % . % . % . W . W % % Hoogly Page 33
  34. 34. Tot al% S 24 PgsTot al% SW% - School wise % Table 4 District Schools No X & XI X & XI of Stu Qus-4A Qus-4A den No S W No S W ts . % . % Hoogly Page 34
  35. 35. Tot al % S 24 Pgs Tot al %SW% - School wise % ANALYSIS OF DATA Page 35
  36. 36. REPORT BY THE SURVEYORSMore the sample space, more valid the results are. This is the simple law in statistics. Thebottom line remains, getting the true picture of the Life Style Education implementationresulting into bringing positive changes in the lives of the students. From the field tasting,it also came out that the attitudes of the schools towards the issue is as important as theteaching itself. More positive & informed is the attitude towards Life Style Education;more is the impact of the same on the lives of the students of that school. Understandingthis, we asked surveyors, to prepare a report based on their experiences at the schools theyvisited and surveyed. The idea is, this will provide with a better understanding of thepositive sides/pit falls of the implementing pipeline, i.e. of the educational institutes.These reports are provided here with in annexure 4. Page 36
  37. 37. THE NEEDS AND GAPS ASIDENTIFIED BY THE SCHOOLS Page 37
  38. 38. CONCLUSION AND RECOMENDATIONS Page 38

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